IGCSE GEOGRAPHY 0460/43

PAPER 4
NOTES

Paper 4: Alternative to Coursework

Names:____________________________________________

1
1 Planning: Enquiry Question

Enquiry Process

 There are six stages to the enquiry process.

o Planning and introduction

o Methods and data collection

o Data presentation

o Analysis

o Conclusions 

o Evaluation

 The exam may include questions on any of these stages.

Aims/Hypothesis

 Fieldwork is based around an enquiry into a 'real life' issue.

o This is linked to the content in the specification and then related to a place-specific context.

 All fieldwork begins with the aims and hypothesis.

 The aim explains what the enquiry is attempting to achieve. 

o An investigation into changes in beach profiles along Mappleton Beach

o An investigation into the impact of building a wind farm in rural Lincolnshire.

 The hypothesis needs to be clear, directional and measurable; it is a statement which can be tested.

o River discharge increases with distance from the source of the river Dove.

o Environmental quality increases with distance from the new housing estate in Swanland, East Yorkshire

 Aims and hypothesis may be based on what is already known about the topic. For example, Bradshaw's model in
rivers

Location & Suitable Site

 The location of fieldwork will depend on a number of factors:

o The topic of the enquiry - a coastal enquiry has to be located at the coast.

o Distance - the greater the distance the less time will be available for collecting data.

o Accessibility - the location needs to be easy to travel to

o Suitability - the site needs to provide the data required to test the hypothesis.

 Once the location has been decided sampling is used to identify the sample sites within the location

2
Risk Assessment

 Any fieldwork will involve consideration of health and safety using a risk assessment.

 Hazards should be identified.

o Who is at risk and why?

o What precautions can be taken to reduce the risk?

Potential Hazard Risk Posed How Managed?

Heavy rainfall can cause Check the weather forecast prior to entering the river.
flash flooding. 
Weather conditions Apply sunscreen.
Strong sun can lead to
sunburn/heatstroke Wear a hat

Risk of slipping on rocks

Slippery rocks Sturdy, appropriate footwear with good grips on the sole
causing injury

Weil's disease can be Ensure that hands are washed after being in the water and any
Waterborne diseases  contracted through open wounds are covered.
contaminated freshwater Anti-bacterial hand wash to be used after contact with water

Working in an Students should work in groups and carry maps/mobile

Becoming lost
unfamiliar place phones. Students could also wear high-visibility jackets

Ranging poles and other

Misuse of equipment equipment may cause injury Ensure that students know how to handle equipment correctly
if not used correctly

Risks associated with

Students should wear high-visibility jackets and reminded of
Traffic crossing the road and
safe procedures for crossing the road
walking on pavements

Questionnaire completion
Contact with may involve contact with Plan questions carefully, if someone takes offence or becomes
strangers strangers, risk of offending annoyed withdraw from the situation, work in groups
or annoying people

Wear a safety helmet when working below a cliff face, do not

Risk of rock falls or cliff
Cliffs climb the cliff, do not work at cliff faces in very wet/windy
collapse
weather

3
 Becoming trapped by Check tide tables to ensure that students are not working
Tides
incoming tide whilst the tide is coming in

Being attacked by aggressive

Livestock  Do not approach animals, avoid fields with livestock if possible
animals

2 Methods & Data Collection

Primary & Secondary Data

 Data collected by the student within their fieldwork is primary data. 

 Examples of primary data can include:

o Questionnaire data

o River data - width, depth etc...

o Video/audio recordings

o Photographs

o Interview information 

 Data collected by someone else but used by the student in their enquiry is secondary data.

 Examples of secondary data can include:

o Census results

o Weather data 

o Old photographs

o Maps

o Newspaper articles

o Websites

  Strengths Limitations

Primary Data  Know that the data is reliable and  Time-consuming

valid.
 May need specialist equipment/resources.

4
  The data is specific to the enquiry.

 As much data as needed can be

collected  The sample size needs to be large to be
accurate
 The method of the collection is known.

 It is up to date

 Easy to access.
 It is not specific to the enquiry.
 Low cost or free
 No control over the data quality
Secondary Data  Can be accessed quickly.
 Data may be biased.
 A large amount of data sources is
 Data may be out of date
available

Quantitative & Qualitative Data

 Data which records quantities is quantitative data.

 Examples of quantitative data are:

o Numerical data collected in questionnaires.

o Traffic counts

o Environmental quality surveys

o River data - velocity, discharge

o Weather data

 Data which records descriptive information is qualitative data.

 Examples of qualitative data:

o Field sketches and photographs

o Non-numeric questionnaire data

o Interview answers

Questionnaires and Interviews

 When collecting data via questionnaires or interviews a number of questioning types can be used:

o Closed questions where answers are limited to single words, numbers or a list of options.

o Statements which use a scale to gauge people's views. For example, strongly agree/agree. 

o Open questions where the respondent can give any answer.

 Questionnaires can be used to gather a large sample of data.

 Interviews are more in-depth and tend to be used to gather a smaller data sample.

5
Environmental Quality Surveys

 These are used to collect data about the environmental quality of different sites.

 They use the judgement of the person conducting the survey to assess environmental quality against a range of
indicators.

o Using a sliding scale (1 -5)  or bipolar scale (-3 to 3)

o Usually, the lower the score the more negative the assessment of the environmental quality

 They are subjective because they are based on the opinion of the person completing them.

 This can be reduced by:

o Completing in small groups to reach a consensus regarding the score.

o Using the mode of EQS completed by a number of students.

 They produce quantitative data.

  Strengths Limitations

 Possible to have a larger sample size.

 Information can often be collected

quickly.  The meaning behind the results is not clear.
Quantitative Data  Human error or equipment error can lead to
 Data collection can be duplicated. 
mistakes in measurement
 More objective than qualitative data

 More reliable than qualitative data

 Often a small sample size

 Enquiries are not easy to duplicate.

 More in-depth than quantitative data
Qualitative Data  Difficult to make comparisons.
 More valid than quantitative data
 Low reliability

 Time-consuming

3 Sampling, Types of sampling

Purpose of Sampling

6
It gives an overview of the whole feature/population to be sampled. There is not enough time/equipment/access to
measure the whole area being examined. Sampling provides a representative and statistically valid sample of the whole.

Types of Sampling

There are three types of sampling to consider.

Random

Systematic

Stratified

Random sampling

A grid is drawn/placed over the area to be studied.

The squares which include part of the study area are numbered.

The numbers are entered into a random number generator.

The samples should be collected as near as possible to the points given.

Systematic sampling

The samples are selected at regular intervals, for example every 500 meters or every tenth person.

Stratified sampling

Used when the study area includes significantly different parts known as subsets.

Is based on the idea that the sample represents the whole population.

If a questionnaire is being used to collect data and the population of the study area has 10% of people over 65, then the
sample should include 10% of people over 65.

.All sampling methods have advantages and disadvantages.

Sampling type Advantages Disadvantages

Random

Least biased of all sampling, all possible sample sites have an equal chance of being selected.

Can be used with a large sample area/population.

Representation of the overall population may be poor if the random sites miss large areas.

Some sites selected may not be accessible or safe.

Systematic

It is easy and quick, making it more straightforward than random sampling.

7
It covers the whole study area equally.

Not all sites have an equal chance of being selected which increases the bias.

There may be over or under-representation of a particular feature.

Stratified

It can be used alongside systematic and random sampling.

Comparisons can be made between subsets.

The proportions of sub-sets need to be known and accurate.

4 Data Presentation

Data Presentation

 There are different types of data.

o Quantitative and qualitative

o Continuous and discrete

 There are many ways in which data can be presented.

o Graphs

o Annotated photographs

o Field sketches 

o Maps

o Diagrams

 The types of data presentation used will depend on the data collected.

Graphical Skills

 Much of the data collected will be presented in the form of graphs of some form.

o Each type of graph is suitable for particular data sets.

o The graphs also may have advantages and disadvantages.

Bar graphs 

 One of the simplest methods to display discrete data.

 Bar graphs are useful for:

o Comparing classes or groups of data

o Changes over time

Strengths Limitations

Summarises a large set of data  Requires additional information

8
Easy to interpret and construct Does not show causes, effects or patterns

Shows trends clearly Can only be used with discrete data

Bar Graph Showing Cross-Sectional Area Sites 1-6

Compound or Divided Bar Chart

 The bars are subdivided to show the information with all bars totaling 100%

 The main use of a divided bar chart is to compare numeric values between levels of a variable such as time.

9
10
Population Pyramid

 A type of histogram

 Used to show the age-sex of a population.

 Can be used to show the structure of an area/country

 Patterns are easy to identify.

Line Graphs 

 One of the simplest ways to display continuous data.

 Both axes are numerical and continuous 

 Used to show changes over time or space.

Strengths Limitations

Shows trends and patterns clearly Does not show causes or effects

Quicker and easier to construct than a bar graph Can be misleading if the scales on the axis are altered

Easy to interpret If there are multiple lines on a graph it can be confusing

Requires little written explanation  

11
  A river cross-section is a particular form of line graph because it is not continuous data but the plots can be
joined to show the shape of the river channel

Line Graph to show a Cross-section of the River Channel

Pie Chart

 Used to show proportions, the area of the circle segment represents the proportion.

 A pie chart can also be drawn as a proportional circle.

 Pie charts can be located on maps to show variations at different sample sites.

Strengths  Limitations

Clearly shows the proportion of the whole Do not show changes over time

Easy to compare different components Difficult to understand without clear labelling

Easy to label Hard to compare two sets of data

Can only use for a small number of categories otherwise

Information can be highlighted by separating segments
lots of segments become confusing

12
Pie Chart Showing Energy Sources in an area

Rose Diagrams

 Use multidirectional axes to plot data with bars.

 Compass points are used for the axes direction.

 Can be used for data such as wind direction, noise or light levels.

13
Wind Direction Shown on a Rose Diagram

Triangular Graphs

 Have axes on three sides all of which go from 0-100

 Used to display data which can be divided into three.

 The data must be in percentages.

 Can be used to plot data such as soil content, employment in economic activities.

14
Triangular Graph Showing Components of Soil Samples at Different Sites

Scatter graph

 Points should not be connected.

 The best fit line can be added to show the relations.

 Used to show the relationship between two variables.

o In a river study, they are used to show the relationship between different river characteristics such as
the relationship between the width and depth of the river channel.

Strengths Limitations

Clearly shows data correlation Data points cannot be labeled

Shows the spread of data Too many data points can make it difficult to read

Makes it easy to identify anomalies and outliers Can only show the relationship between two sets of data

15
Scatter graph to show the Relationship Between Width and Depth on a River Long Profile

Exam Tip

In the exam, you will not be asked to draw an entire graph. However, it is common to be asked to complete an
unfinished graph using the data provided. You may also be asked to identify anomalous results or to draw the best fit
line on a scatter graph.

 Take your time to ensure that you have marked the data on the graph accurately.

 Use the same style as the data which has already been put on the graph.

o Bars on a bar graph should be the same width.

o If the dots on a graph are connected by a line you should do the same

16
Choropleth Map

 Maps which are shaded according to a pre-arranged key.

 Each shade represents a range of values.

 It is common for one colour in different shades to be used.

 Can be used for a range of data such as annual precipitation, population density, income levels, etc...

Strengths Limitations

Makes it seem as if there is an abrupt change in the

The clear visual impression of the changes over space
boundary

Shows a large amount of data Distinguishing between shades can be difficult

Groupings are flexible  Variations within the value set are not visible

Choropleth Map Showing Variations in Income in London

Proportional Symbols Map

17
  The symbols on the map are drawn in proportion to the variable represented.

 Usually, a circle or square is used but it could be an image.

 Can be used to show a range of data, for example, population, wind farms and electricity they generate, traffic
or pedestrian flows.

Strengths Limitations

Illustrates the differences between many places Not easy to calculate the actual value

Easy to read Time-consuming to construct

Positioning on a map may be difficult, particularly with

Data is specific to particular locations
larger symbols

Proportional Circles Map Showing GDP (Billion US$) across Europe

18
Exam Tip

In the exam, you may be asked why a particular graphical technique is appropriate. You should ensure that you know
the advantages and disadvantages of the different data presentation methods.

Photographs 

 Photographs can be taken to show different aspects of sample sites.

 These can be annotated as part of the fieldwork analysis.

Strengths Limitations

An accurate record at the time Not all photographs are relevant

Can be subjective and biased as student selects what is

Can represent things more clearly than numerical data
photographed

Can be used to show data collection techniques Photographs sometimes contain too much information

Can be used next to historical photographs to show

They are two dimensional, so judging depth is difficult
changes over time

Helps recall key features  

Field Sketches

 Should include location/site number, title and compass direction.

 Includes the key features at a site.

Strengths Limitations

Things can be left out of the sketch if they are not

The scale in the sketch may be inaccurate
relevant to the enquiry

Smaller important areas can be more detailed Important details may be missed

The sketch may contain inaccuracies which affect the

Gives a broad overview of the features analysis for example more litter than there actually was
at the site

Helps recall of key features  

Maps

19
  An essential part of any fieldwork enquiry is to show the location of features and sample sites.

 Maps can also be used to show relevant features such as amenities around the sample sites.

Strengths Limitations

Size and scale of features/site can be accurately

The map may be out of date
measured

Key to show features around the sample sites Maps cannot show changes over time

Allows distribution of features to be shown accurately Bias may be introduced by highlighting certain features

5 Analysis

Analysing & Interpreting Data

Analysis

 Once data has been collected and presented it needs to be analysed

 Analysis is the process which makes sense of the data collected.

o It identifies patterns, trends, significance, connections and/or meaning in the data. 

 Analysis involves a number of stages.

o Describe the data shown in the graphs/photographs/maps.

o Identification of the highest and lowest results

o Identification of any patterns and trends

o Identification of any relationships between data

 Methods of analysis depend upon the data collected.

 Quantitative data is analysed using numerical and statistical methods

Numerical and Statistical Skills

 Statistical methods can be used to help explore and explain the results gathered during data collection

Mean, Median and Mode

 These are measures of central tendency.

 The mean is calculated by adding up all of the values in the data set and then dividing by the total number of
values in the data set.

 The median is the middle value of a set of data. The numbers are arranged in rank order and then the middle
value is selected.

 The mode is the value which occurs most frequently in a set of data.

Range 
20
  A measure of dispersion - the spread of data around the average

 Range is the distance between the highest and lowest value.

 Interquartile range is the part of the range that covers the middle 50% of the data.

Anomalies

 These are results which do not fit the pattern or trend.

 They need to be described and explained.

Analysing Photographs and Field Sketches

 Annotation of photographs and field sketches is part of analysis. 

 The use of photographs and field sketches is a qualitative analysis.

 Analysis in annotation gives meaning to the features shown in the photograph/field sketch.

6 Conclusion

21
Overall Result Analysis

 The fieldwork conclusion should:

o Return to the hypothesis and aim.

o Identify any evidence that supports the hypothesis. 

o Outline any evidence that contradicts the hypothesis.

o Describe and explain any links to geographical theories.

o Acknowledge any unusual results.

o State whether the hypothesis is supported or not.

Exam Tip

In the exam, you may be asked how valid or reliable your conclusions were. It is important to know the difference
between the two.

 Reliability refers to whether the results you have gathered could be reproduced in the same conditions. For
example, would a student measuring river velocity at the same sample site in the same conditions get the same
velocity measurements? 

 Validity refers to the accuracy of the measure, and whether the results represent what they are supposed to
measure. For example, a measure of environmental quality should measure the environment and not economic
characteristics.

16.1.6 Conclusion

Overall Result Analysis

 The fieldwork conclusion should:

o Return to the hypothesis and aim.

o Identify any evidence that supports the hypothesis. 

o Outline any evidence that contradicts the hypothesis.

o Describe and explain any links to geographical theories.

o Acknowledge any unusual results.

o State whether the hypothesis is supported or not.

22
Exam Tip

In the exam, you may be asked how valid or reliable your conclusions were. It is important to know the difference
between the two.

 Reliability refers to whether the results you have gathered could be reproduced in the same conditions. For
example, would a student measuring river velocity at the same sample site in the same conditions get the same
velocity measurements? 

 Validity refers to the accuracy of the measure, and whether the results represent what they are supposed to
measure. For example, a measure of environmental quality should measure the environment and not economic
characteristics.

7 Evaluation

Limitations of the Enquiry

 A key focus in the fieldwork questions in the exam is the evaluation of data collection.

 Enquiry evaluation should:

o Identify any problems with, and limitations of, data collection methods.

o Suggest other data which would have been useful in the study or improvements which could be made.

o Evaluate how reliable the conclusions were.

o Suggesting how the scope of the study could be extended.

Data Collection Problems and Limitations

 There are always issues and limitations associated with data collection they may include:

o Accessibility of sample sites - could all sample sites be accessed?

o Size of sample - was the sample size large enough?

o Duration of the data collection - was the enquiry time long enough to collect the data needed?

o Methods - were the questions on questionnaires appropriate to meet the aim and test the hypothesis?

o Equipment - were there any issues with the equipment?

o Human error - were there any mistakes in recording data or reading the equipment?

o Time of the data collection - did the weather or time impact the results collected?

o Unforeseen issues - were there any problems on the day such as road works, and river flow which
affected the results?

Other Data and Improvements

 There are always improvements which could be made to data collection these may include:

o Increasing the sample size

o Taking more measurements 

o Looking at a wider range of secondary sources

23
 o Could other equipment have been used - a flow meter would be more accurate for measuring river
velocity than a float?

Evaluating the Conclusions: To evaluate the conclusion students should examine whether:

o The conclusions reflect the aims and hypothesis set out at the start of the enquiry.

o The aim and hypothesis were appropriate - could the hypothesis be easily assessed.

o The location was appropriate. 

o The accuracy of results could be improved if the data collection were to be repeated.

IGCSE Geography, Revision Notes

Hazardous Environment Fieldwork

 Fieldwork in a hazardous environment is based on the physical processes involved in an extreme weather event.

 To undertake a weather fieldwork enquiry there are a range of practical skills and methods that will be used.

 These can be applied to any weather fieldwork.

 The fieldwork enquiry should be linked to geographical theory.

o In a weather fieldwork enquiry, the theories of microclimate and the passage of a depression or tropical
storm can be used.

Aims and Hypothesis

 The aims and hypothesis come from questions asked about the weather such as:

o How does the weather change as a depression passes over an area?

o How does the microclimate of an area vary?

o What are the impacts of the built environment on microclimate?

 Examples of an aim would be:

o An investigation into the effect of school buildings on the microclimate

o An investigation into the changing weather patterns during the passage of a depression

 Examples of a hypothesis would be:

o Temperatures decrease with distance from buildings.

o Precipitation is greatest when air pressure is lowest during the passage of a depression.

 After the aims and hypothesis of the fieldwork have been established the next steps include:

o Selecting the sites - this will involve sampling.

o Deciding on the equipment to be used

o Considering any health and safety issues - completing a risk assessment

o Data collection method

24
Worked Example

(i) Suggest one aim of a microclimate investigation

 Answer:

o Any valid aim acceptable for 1 mark

o The 2nd mark requires the development of the aim e.g. measure weather conditions (1) compare with
another local site (1) measure temperature … (1) compare with Met Office station recordings for that
area (1)

(ii) Identify three reasons why a microclimate investigation might not achieve the aim given in (i)

 Answer: 

o accuracy of data collected  (1)

o sufficient data collected  (1)

o careful data recording  (1)

o accuracy of data collation (1) and data presentation  (1)

o reliable analysis and interpretation of findings (1)

o validity of conclusions reached  (1)

o realism and practicality of aim  (1)

o suitability of sites chosen  (1)

Site Selection and Sampling

 It is not practical to include all weather measurements throughout the day or to take measurements at all sites.

 To select sites sampling should be used. 

o Sampling will reduce bias. 

o It will provide an overview of the whole. 

 There may be situations where access to the sample site may be limited meaning an opportunistic approach
may need to be taken. However, this should be as close as possible to the site selected using sampling. 

 The most commonly used sampling strategies for a weather enquiry are:

o Systematic - sampling of sites at regular intervals along a transect line.

o Random - this means that all sites have an equal chance of being selected. A grid placed across a map of
the school site would enable random sampling.

o Stratified - sampling sites which represent the whole.

25
Worked Example

A group of students have investigated the physical processes involved in an extreme weather event by recording a
weather diary. The students use an anemometer to record wind speed every hour.

Identify the sampling method used (1)

  A.  Systematic

  B.  Random

  C.  Stratified

  D.  Opportunistic 

o Answer:  A (1) - Systematic (the measurements are taken at regular intervals)

Worked Example

Outline three factors which should be considered when choosing a suitable sampling site for a microclimate enquiry
(6)

 Answer:

o Different surroundings (1) 2nd mark for this to be exemplified twice e.g. south-facing aspect (1);
sheltered spot (1); open space (1)

o 1 Mark allowed for valid health & safety consideration e.g. trespass (1); traffic (1) 

o open space (1) gives more “natural” reading for the area (1)

o trespass (1) ensure permission acquired (1) 

Equipment

 To complete weather measurements a range of equipment is needed.

 The equipment includes the following:

o Equipment may be in a Stevenson Screen 

o Thermometer - temperature

o Hygrometer - humidity

o Anemometer - wind speed

o Barometer - air pressure

o Wind vane - wind direction

o Rain gauge - precipitation amount

o Pencil for writing data

o Camera to take photographs of equipment/measurements.

26
Risk Assessment

 Any fieldwork will involve consideration of health and safety using a risk assessment

 Risks specifically associated with weather fieldwork may include:

o Weather conditions

o Slipping on uneven ground

o Working in an unfamiliar place

o Misuse of equipment - mercury thermometers

o Traffic

Worked Example

A group of students investigated the physical processes involved in an extreme weather event by recording a weather
diary.

(i) Identify one risk that the students may identify when undertaking a risk assessment for the investigation   (1)

 Answer: 

o ( Fallingover in ) strong winds  (1).

o Exposure sunburn  (1)

o Slips / trips/ bumps (1)

o An extreme weather event  (1)

o Heavy rain/flooding (1)

(ii) State one way this risk could be managed (1)

 Answer: (Staying indoors is not accepted and the answer must be specific to the answer given to (i) 

o Avoid exposed locations / out in the open  (1)

o Collecting data once the storm has died down  (1)

o Use secondary data  (1)

o Walking with care  (1)

o Working in groups  (1)

o Wearing sunscreen suntan lotion  (1)

o Staying away from a storm  (1)

o Using a weather forecast  (1)

o Remote collection of weather data  (1)

27
Using Equipment in the Field

Data Collection Methods

 The data collection methods depend on the aims/hypothesis of the fieldwork.

 A weather diary and a microclimate study will both require the use of meteorological (weather) instruments to
take measurements.

 Data collection should include both quantitative and qualitative methods.

Weather Diary

 A weather diary is a record of weather conditions over a set period.

Measuring the weather

 A digital weather station can be used to record the weather. 

 Alternatively individual instruments can be used.

 To ensure accuracy of data some of the instruments - thermometer, hygrometer and barometer - should be
placed on a Stevenson screen.

28
Features of a Stevenson Screen

Temperature 

 Measured using a maximum and minimum thermometer.

 These give the maximum and minimum readings over 24 hours.

29
Measurements on a Maximum and Minimum Thermometer

Air pressure

 Measured using a barometer in millibars.

Humidity

 Measured using a hygrometer as a percentage.

Wind speed 

 Measured using anemometer in km/h

Wind direction

 A wind vane is used to give the direction the wind is coming from.

Rainfall

 A rain gauge measures the amount of rainfall in mm.

Worked Example

Study Figure 1 shows a geographer collecting weather data. 

Figure 1 - Collecting Weather Data

Name piece of equipment X (1)

 Answer: 

o Stevenson Screen (1)

30
Describe how a piece of equipment X is used in collecting weather data (3)

 Answer: This should outline how the equipment is used:

o  Regular visits with log (1) Open front panel and record data (1) Log current instrument readings (1) 

o  Housing for a variety of instruments (1) Allows air temperature in shade, not sun-exposed temperature
to be   recorded (1) Safety and instrument protection  (1) 

Photographs and Field Sketches

 Photographs and field sketches are qualitative data.

 Just as with any data collection and presentation they have strengths and weaknesses.

 In a weather enquiry photographs and field sketches can be used to show weather conditions and sample site
locations

 Photographs are also useful for illustrating the data collection methods used.

Worked Example

To extend the weather study students recorded wind speeds every hour using an anemometer.  Students were asked
to use one other primary data method.

Explain one other primary data method (3)

 Answer: You will gain 1 mark for the identification of a primary data method and 2 further marks for explaining
how this can be used.

o Rain – the use of a rain gauge (1) to collect data on mm of rainfall over some time (1) data can be
plotted to explore patterns (1)  

o Temperature – the use of a thermometer (1) to measure temperature (1) plotted data against wind

speed to explore patterns over some time (1) 

o Air pressure – the use of a barometer (1) to measure air pressure (1) plotted against wind speed to
explore patterns over some time (1) 

31